Co-operation among the Colleges
- Together
we do it better
Margaret Gilmore, Institute of
Technology, Sligo
IASCE Achievements
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Meetings in co-operative spirit
Annual conference
Statement of Principles
Manual ‘Working Models’
Textbook
The requested task:
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To draw up a revised list of principles
for placement, for use among the
IASCE group of colleges
The Team:
Representatives of colleges, involved with
placements, were invited to a meeting
on 24 June 2004 in DIT, initiated by IASCE
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The method:
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Meetings, phone calls, emails
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Maximum attendance was eight
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Mostly group of five continued meeting
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Total meetings of group: four
The Result:
 Revised
Statement of Principles
 Revised Placement Manual
 Draft of course for placement
supervisors, for HETAC single
subject accreditation
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All available to IASCE members
The Process:
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Sharing of material
Business-like, mutually respectful approach
Building of relationships in group
Rotating responsibility for chairing and
minutes
Common conviction of importance of
placements and supervision
Need for Supervisors’ Training course
and Manual:
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Supervision has sound theory base
Supervisors feel secure with manual, training
course and support from college tutor
Student can have confidence in transparent
process
Responding to challenge of
professional supervision
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Professionalism needs to be consciously
constructed
Standard are set, in manual and on
Supervisors’ training course
Techniques and intervention strategies are
suggested
Manual and Supervisors’ training course are
complementary
Central role of Supervision in
Placements
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Agreed by group as guiding principle
Group worked used similar ideas as in
supervision process – collaborative
relationship, mutuality and creative sharing
Supervision as both Art and Science
(Hewson, J. 2001)
Positive results:
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Supervision process is rooted in theory
Supervision purpose is for on-going,
supported development of student
 Student gains
 Staff member/Supervisor gains
 Client group gains
– Gain is more far-reaching than input
Registration
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Voluntary upholding of standards will be
replaced in near future by compulsory
registration
Students and graduates need support from
colleges
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affirmation of on-going professional development
and previous qualifications
Professionalism
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A profession is defined as membership of a
group which has required specialised
training, thereby limiting admission
Standards within a profession are upheld by
adherance to regulations, enforced by legal
or other means
On-going education is expected, via
mentoring, reading, attendance at
conferences
Modelling Professional Practice
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Upholding of placement standards via
manual and supervisor training
Practical demonstration of co-operative
mentoring behaviour through placement
visits and supervisor training course
Producing students who understand and
practise professional standards
Supporting Professional Practice
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Co-operative learning atmosphere
Consultation
Reference to theory
Group work
Capitalising on group and individual
knowledge & strengths
Upholding standards
Teaching & Mentoring
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Social Care role with individuals and client
groups has a teaching & mentoring aspect
Social Care practitioner acts as role model
e.g. in situations of absent parents
Student supervisor acts as mentor to student
Visiting college staff member acts as mentor
to both supervisor and student
College debt to student
Supervisors
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Major responsibility to student, college &
profession
Accountability
Substantial time requirement
On-going debate on remuneration Meanwhile, we owe them at least the tools
with which to do the job i.e. the supervisors’
training course and placement manual
Quality control of placements
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Supportive contact with supervisor and
student
Partnership approach
Early warning of difficulties
‘Open door’ policy of college contact
Manual sets out agreed policies and
procedures
Principles
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See Manual Page 5
Manual Sections
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1: Context for practice placements
2: Standards to be upheld
3: Guidelines to achieve maximum benefit during
placement using Supervision
4: Documentation required
5: Appendices
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a.Police checking and references
b.Trouble shooting
6: Inserted by each Institute/College
Supervision course
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See handout
Parts A, B, C in conjunction with actual student
supervision
Groupwork and individual assignments
Single subject accreditation by FETAC, level 7
To be available as a ‘package’ within IASCE member
colleges
To be offered in countrywide venues
Thanks to working group
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Acknowledgement of positive experience
Supportive atmosphere
Professionalism
and Hospitality!
Together we do it better
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Add to IASCE list -
Revised Principles
– Revised Placement Manual
– Shared Course for Supervisors of
Students
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The future?
References used by group:
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Lalor, K. and Doyle, J. (2005)
The Social
Care Practice Placement: A College
Perspective in Share P. & McElwee N. (eds)
Applied Social Care Dublin: Gill & Macmillan
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Morrison, T. (2001) Staff supervision in
Social Care, Brighton, Pavillion
References contd.
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O’Neill, E.. (2003) Using Professional
Supervision in Social Care in Share P. &
McElwee N. (eds) Applied Social Care
Dublin: Gill & Macmillan
Bolton, G. (2005)
Reflective Practice
Sage Publications
References contd.
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Carroll, M. (1996)
Counselling Supervision
Theory, Skills and Practice London: Cassell
Hawkins, P. & Shohet, R. (2000) 2nd ed.
Supervision in the Helping Professions,
OU Press
Kadushin, A. & Harkness, D. (2002)
Supervision in Social Work (4th Ed) New
York: Columbia University Press
References contd.
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Knapman, J. & Morrison, T. (2001)
Making the
most of supervision in Health and Social Care,
Brighton, Pavillion
O’Neill, E. (2004) Professional Supervision: Myths,
Culture and Structure Tipperary: RMA Publications
Hewson, J. (2001) Integrative Supervision: Art and
Science in Carroll, M. & Tholstrup, M. Integrative
approaches to supervision London: J Kingsley